Introduce the concept of a function by asking students to think about their evening routine. With the class, create a list of actions that would be part of an evening routine. An example could be:

1. Eat dinner
2. Take a shower
3. Read a book
4. Play games
5. Fall asleep

Pick one action to extrapolate further on. Ask students to break it down into smaller steps. For example, taking a shower could be broken down into:

1. Get wet
2. Wash your hair
3. Wash your body
4. Wash your face
5. Dry Off

Again, pick one action to extrapolate further on. Ask students to break it down into smaller steps. For example, washing your hair could be broken down into:

1. Squeeze shampoo into hand
2. Put shampoo on to hair
3. Lather
4. Rinse

Explain to students that they created a function. Explain that a function is a single name for a set of actions. In this example, the name of the function would be “washYourHair” and the set of actions include:

1. Wet hair
2. Squeeze shampoo into hand
3. Put shampoo on to hair
4. Lather
5. Rinse

Explain to students that in computer science, functions are used to call a group of commands that can be used multiple times and in different places. Explain using the hair-washing analogy. This is a function that a person performs daily, and in different circumstances, such as hotel rooms, locker rooms, and friends' and families' homes.

Tell students that they will use color codes to create some functions. They will be given some prompts and asked to use color codes to mimic behavior.

Display the Teacher Example Sheet. Explain to students that the name of the function will be “Pop Star” and ask students how the bot could mimic her movements. Explain that Pop Stars can sing and dance.

Brainstorm some famous pop stars that students could choose to mimic. Some ideas may include: Beyonce, Justin Timberlake, Lady Gaga. If helpful, choose one star to focus the project on.

Ask students, “How can we use color codes to write a function with the name, “Pop Star?”

Display the OzoCodes Sheet. Prompt a discussion around what color codes would mimic dancing.

Display the Teacher Sample Sheet. Point to the “function name”, and ask students what the name should be (Pop Star). Point to the “behavior” and ask what behavior the Ozobot should display (dancing). Point to the “Color Codes” and ask which codes would make sense for the Pop Star function, and explain that the Ozobot uses tornado, backwalk and nitro boost.

Note: Students are free to draw their function color code in any shape or form that makes sense to them. In this particular example, there are multiple curves so that each color code is read from right to left. If students understand the concept of symmetric and non-symmetric codes, they can write codes that are read from left to right and won’t be constrained by the direction of the robot.

Execute the code with the Ozobot. Check for understanding by asking, “Why is this color code a function?” (It has a single name for a set of actions. We can “call” it, or use it again if needed.)

Explain that this is an example and that students will be creating functions for a racecar, baby, snake, and dog.

Clarify any directions for the Functions Student Worksheet. Explain to students they can choose color codes that make sense for the behavior they are attempting to mimic. This is intentionally left open-ended so students have creative freedom.